Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.

By S. Lau, Y. Nie. 2008

307 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b0a561f01510e50cd3da203b3d7972654667b9fe

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “…(Murayama & Elliot, 2009), help-seeking (Schenke, Lam, Conley, & Karabenick, 2015), cognitive strategies (Wolters, 2004), and academic achievement (Lau & Nie, 2008; Roseth, Johnson, & Johnson, 2008), either directly, or indirectly through the endorsement of mastery-approach goals (Kaplan & Maehr,…”
LBS Research Online (2021, unknown): “Though the empirical regularities may seem obvious in Table 2, we check that they are robust to a standard regression framework which allows us to control for country-speciﬁc characteristics.”
Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective (2009, unknown): “The purpose of this design was to mitigate the potential problem of inflating cross-level relations (Lau & Nie, 2008).”
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes (2010, background): “For instance, PAp goals have been positively related to positive outcomes such as academic self-concept, self-efficacy, effort-expenditure, grade aspirations, and graded performance, although the positive association with performance has not always been replicated (e.g., Lau and Nie 2008).”
Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions (2018, methodology): “A multilevel interactionist approach with both conceptualization and statistical analysis would contribute useful insights to this under-examined area (Lau & Nie, 2008).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “Second, although multilevel analyses of the effects of classroom environments on student motivations have been undertaken (Lau & Nie, 2008; Wolters, 2004), we ask whether patterns of influence may operate differently at each of the student and classroom levels for the included factors.”
Achievement goals in educational contexts: A social psychology perspective (2012, unknown): “Moreover, classroom climate seems to strengthen personal goals effects (Lau & Nie, 2008; Murayama & Elliot, 2009).”